2. Training & Development is a continuous process in an organization to achieve its organizational goals by improving the skills and knowledge of the employees. Training is the immediate improvement required to employees i.e. Skills and Knowledge to perform their task in the organisation TRAINING AND DEVELOPMENT

3.  To improve productivity  To enhance quality  To help company fulfill its future HR needs  To improve organizational climate  To improve health and safety  Obsolescence prevention  Personal growth  To improve morale  Training is the corner stone of sound management

4. Top management--  frames training policy HR Department---> plans instructional programmes Supervisor---------  implement & apply Employee---------  feedback, revision, suggestion e.g. SBI Training College, ASCI, Probation training etc.

5. WHY- To improve the skills and knowledge of the employees to perform the assigned task.

6. WHEN –  New Hires  Change of Job (Job Rotation, Promotion)  Change to Job (New Technologies)  Performance Deficiencies detected

7.  Development is a process of preparing employees for future position and improve their personal skills to handle the critical situations in an organisation.

8. WHY- To assist employee to sharpen their personal skills to handle the crucial situations in organisation.

9. 1. Conduct Training Need Analysis 2. Develop Training Objectives 3. Design & Select Training Methods 4. Implement Training 5. Evaluate Training 6. Measure Training Results

11. 1. Organisational Analysis :- Organisation require the training (skills) to achieve short or long term goals OR not? 2. Task Analysis :- - In which skills we require to provide training to Perform the task effectively.

12. 3. Personal Analysis :- - Which employee require training and in which skills - Who will participate in the training 4. Demographic Analysis :- - Which group employee require training (disable etc.)

13. Presentation Methods Hands-on Methods Group Building Methods

14.  How is the information transmitted to the trainee with presentation methods?  What information is transmitted?  Two presentation methods: Lectures Audio-visual techniques

15. 1. IDENTIFYING TRAINING NEEDS 2. DESIGNING THE PROGRAMME 3. PREPARATION OF THE LEARNER 4. APPLICATION OF THE TRAINING TECHNIQUE 5. PERFORMANCE TRY-OUT 6. EVALUATION

16.  THEORETICAL ASPECT  PRACTICAL ASPECT

17.  Hands-on methods refer to training methods that require the trainee to be actively involved in learning.  These methods include: On-the-job training Simulations Case studies Business games Role plays Behavior modeling

18.  On-the-job training (OJT) refers to new or inexperienced employees learning through observing peers or managers performing the job and trying to imitate their behavior.  OJT includes: Apprenticeships Self-directed learning programs

19.  Work-study training method with both on-the-job and classroom training.  To qualify as a registered apprenticeship program under state or federal regulations: 144 hours of classroom instruction 2000 hours (or one year) of OJT experience  Can be sponsored by companies or unions.  Most programs involve skilled trades.

20.  Represents a real-life situation.  Trainees’ decisions result in outcomes that mirror what would happen if on the job.  Used to teach: Production and process skills Management and interpersonal skills

21.  Description about how employees or an organization dealt with a difficult situation.  Trainees are required to: Analyze and critique actions taken Indicate the appropriate actions Suggest what might have been done differently

22.  Trainees act out characters assigned to them.  Information regarding the situation is provided to the trainees.  Focus on interpersonal responses.  Outcomes depend on the emotional (and subjective) reactions of the other trainees.  The more meaningful the exercise, the higher the level of participant focus and intensity.

23.  Involves presenting trainees with a model who demonstrates key behaviors to replicate.  Provides trainees opportunity to practice the key behaviors.  Based on the principles of social learning theory.  More appropriate for learning skills and behaviors than factual information.  Effective for teaching interpersonal and computer skills.

24.  Group building methods refer to training methods designed to improve team or group effectiveness.  Training directed at improving individual trainees’ skills as well as team effectiveness.

25.  Involve trainees: Sharing ideas and experiences Building group identity Understanding interpersonal dynamics Learning their strengths and weaknesses and of their co-workers

26.  Group techniques focus on helping teams increase their skills for effective teamwork.  Group building methods include: Adventure learning Team training Action learning

27.  Focuses on the development of teamwork and leadership skills using structured outdoor activities.  Also known as wilderness training and outdoor training.  Best suited for developing skills related to group effectiveness such as: Self-awareness Problem solving Conflict management Risk taking

28.  Involves coordinating the performance of individuals who work together to achieve a common goal.  Teams that are effectively trained develop procedures to identify and resolve errors, coordinate information gathering, and reinforce each other.

29.  Involves giving teams or work groups: an actual problem, having them work on solving it, committing to an action plan, and holding them accountable for carrying out the plan.

30. 1. Identify the type of learning outcome that you want training to influence. 2. Consider the extent to which the learning method facilitates learning and transfer of training. 3. Evaluate the costs related to development and use of the method. 4. Consider the effectiveness of the training method.

31.  Creative training and presentation techniques  Exam review sheet